Content
Student Evaluation of Teaching and Courses (SETAC) - Academic Policy
Responsible officer: Deputy Vice-Chancellor
Designated officer: Manager, Office of Learning and Teaching
Approving authority: Academic Board
Approval: Academic Board AB11/305, 4 October 2011
Last amended:
Effective starting date: 1 January 2012
Any policies replaced by this policy:
- Evaluation and Improvement of Teaching – Academic Policy
- Program Review and Course Evaluation – Academic Policy
Related policies:
Related procedures:
- Student Evaluation and Improvement of Teaching and Courses (SETAC) - Procedures
Due date for next review: 1 January 2017
PART A: PRELIMINARY
1. Purpose of Policy
This policy commits the University to the collection, monitoring and use of evidence-based data that is used primarily for the purpose of enhancing the quality of teaching and courses and ultimately aims to improve staff development in the scholarship of teaching and to improve student learning.
Student Evaluation of Teaching and Courses (SETAC) surveys are designed to be an indicator of learning and teaching practices from the student perspective. They are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement with the curriculum and learning outcomes. The purpose of this policy is to implement the University's commitment to collecting, analysing and responding to student feedback to improve student learning experiences and outcomes.
The Student Evaluation of Teaching and Courses (SETAC) is the standardised, University approved, University-wide student feedback instrument that may include optional questions selected by the survey initiator.
2. Application of the Policy
This policy applies to all staff who teach in undergraduate, or postgraduate coursework programs including coursework in bachelor honours degrees and research master degrees.
Assistance and training in implementing SETAC surveys is available from the Strategic Information and Analysis Unit and assistance in using and interpreting SETAC survey reports and aggregated data is available from the Office of Learning and Teaching.
PART B: POLICY
3. Conduct of SETAC Surveys
3.1 All aspects of the design, conduct and reporting of SETAC surveys must respect the rights, privacy and dignity of teachers and students involved in the SETAC process.
3.2 The anonymity and confidentiality of student responses must be maintained.
3.3 Teachers and Course Coordinators must conduct regular SETAC surveys in accordance with Table 1.
3.4 The Strategic Information and Analysis Unit will act on behalf of the Course Coordinators to arrange the Course surveys as required in Table 1.
3.5 The Deputy Vice-Chancellor, Executive Dean, Associate Dean (Learning and Teaching), Head of School or supervisor of a Course Coordinator a Course Coordinator or a teacher may request that a relevant SETAC survey be undertaken in addition to any required by the timings indicated in Table 1.
Table 1: Timing of SETAC surveys
| Type of SETAC Survey |
Responsibility/Authority to initiate a SETAC survey |
Timelines
|
| Teaching |
Teaching staff member (with the exception of guest lecturers and staff whose role is limited to practical demonstrating) |
At least once a year
|
| Teaching |
New teaching staff member |
In their first teaching session
|
| Course |
Strategic Information and Analysis Unit/Course Coordinator |
In the first teaching session that the course is offered and at least once in each year the course is offered. |
4. Use of SETAC Surveys
4.1 The core uses of SETAC reports are for teachers and Course Coordinators are:
a) to reflect on the efficacy of their teaching practices;
b) to monitor student experiences and the efficacy of curriculum and assessment design;
c) in discussions associated with curriculum planning, development and review and performance management; and
d) as a source of evidence for the impact an individual teacher has had on the student learning experience (Teaching SETAC) or as a source of evidence for the impact of course, program or assessment design on the student learning experience (Course SETAC), for consideration by appointment, tenure and promotion committees.
4.2 Teachers and Course Coordinators must provide a summary to students on outcomes arising from their review of the reports of both Course and Teaching SETAC surveys they have conducted, in accordance with the associated procedures.
4.3 The Deputy Vice-Chancellor, Executive Dean, Associate Dean (Learning and Teaching), Head of School, or supervisor of a Course Coordinator or teachers have full access to Teaching and Course SETACs, for the following purposes:
a) as part of quality assurance and improvement for learning and teaching;
b) as part of reporting requirements to professional, statutory and regulatory bodies;
c) as part of the Performance Planning and Review (PPR) process.
5. SETAC Expectation Standards
5.1 Expectation standards (the minimum standards the University expects for SETAC Report results) may be set periodically by the Deputy Vice-Chancellor.
END
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